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Designing learning environment that leads on the improvement of students' motivation becomes crucial for chemistry teachers. The objective of this research was to investigate the effects of collaborative learning-based Science, Technology, Society, and Environment (STSE) towards students' motivation in acid base chemistry lesson. A pre-test post-test non-equivalent control group design was adopted in this quasi-experimental research. Two classes who enrolled in science programme from a public senior high school in Sleman Regency, Yogyakarta, Indonesia were used as the research sample of this study. Through cluster random sampling, one group was devoted as experimental class (N=30) receiving collaborative learning based STSE while the other one as control class (N=32) taught by traditional teaching. A Chemistry Motivation Scale (CMS) was administered as data collection tool of students' motivation before and after the teaching intervention. These data were analysed using descriptive statistics, Mann Whitney U, Kruskal Wallis, and Wilcoxon tests. The findings of this research revealed that there was significantly difference of students' motivation among experimental and control classes. This difference was occurred in favour of experimental class. Moreover, the data of students' motivation on experimental class signified a higher improvement than the control class. Thus, it can be highlighted that collaborative learning based STSE has an effect in improving students' motivation. The result of this study recommends to implement collaborative learning based STSE since it is promising in order to promote students' motivation in learning chemistry.

Chemistry teaching-learning plays an important role in the development of knowledge transfer systems that are sustainable towards the environment and technological development in the society. Student motivation is needed so that the learning objectives can be achieved. In this research, students' learning motivation was fostered through the Science, Technology, Society and Environment (STSE) learning approach on electrolyte-non electrolyte subject. Therefore, this research was conducted to analyze the differences learning motivation among students who studied using the STSE approach. Quasi-experimental, specifically non-equivalent control group design was adopted as a research design. About 68 students participated as a research sample and grouped into experimental and control groups. Students' motivation in learning chemistry as a dependent variable was measure using learning motivation questionnaire, the five-point Likert scale was used. The results shows that the average scores of students' motivation in experimentalgroup increased from 132.21 to 135.62, meanwhile in control group slightly decreased from 121.06 to 120.65. Research data analyzed through the independent sample t-test, show the significance (2- tailed) value obtained was 0.013, less than 0.05. Itmeans that there was a significant difference of students' learning motivation between the experimental and control groups. Moreover, STSE can be used as an alternative learning approach to foster student learning motivation. Keywords: STSE, learning approach, collaborative learning, learning motivation